Galway Elementary School Improvement Plan Linkages Chart Reading 2013-2014

Galway Elementary School Improvement Plan Linkages Chart
Student & Stakeholder Focus
In order to increase reading comprehension
of all students by the end of the school year,
the staff at Galway Elementary analyzed
disaggregated reading data for the 2012-2013
school year. The root cause analysis highlighted achievement discrepancies among
these testing groups:
Special Education testing group
English Language Learners testing group
African American testing group
Hispanic testing group
As a result of the Root Cause Analysis, it
was determined that in order to increase
reading comprehension for all students for
the 2013-2014 school year, students need:
 Daily and explicit small-group guided
reading instruction using specific comprehension strategies
• Daily and explicit writing instruction
 Daily opportunities to answer text dependent and higher level questions.
• Engaging instruction through meaningful
activities and/or culturally relevant quality
materials and student discourse
Reading 2013-2014
Leadership
Vision: Galway Elementar y School will pr epar e all students to be college and/or wor kplace r eady so that they will be
valued, productive members of a global society.
Mission: The staff, students, and par ents of Galway Elementary School will be contr ibuting members of a lear ning
community that focuses on rigorous and relevant instructional experiences. This will be accomplished through:
*Effective communication with all stakeholders *Progress monitoring of instructional practices and student performance
*Collaborative planning *Developing partnerships with families
Galway Pledge: “We pledge to r espect one another , to be tr ustwor thy and fair . We will car e about each other, and be
good citizens. Above all else, we will take responsibility for our actions, in a quest to build a better you… and a better me.”
The Galway Elementary School V ision and School Mission, will be shared at these meetings: School Improvement Team,
PTA, Curriculum Nights, Back-to-School Night, Instructional Rounds and Instructional Leadership Team meetings.
Student Performance Data will be collected, monitored, and discussed during data conversations with individual grade level
teams, monthly “Kid Talk meetings, and team planning meetings.
Strategic Planning
Problem of Practice:
Students do not consistently demonstrate understanding of text at a deep level.
Theory of Action/Instructional Focus
If Galway Elementary School continuously develops the instructional expertise of our teachers in teaching
reading comprehension, then all students will understand text at a deep level, across content areas,
and will engage in meaningful academic discourse.
Goal: We will increase reading comprehension for all students as measured by proficiency levels aligned to the Common
Core State Standards and the performance targets identified in the Strategic Framework.
 Reading at the proficient and advanced levels for grades 3
 Reading and mathematics at the proficient and advanced levels for grade 5
 Hope, engagement, and well-being at grade 5
Faculty & Staff Focus
In order to achieve our goals, school staff will
require extensive training on:
 The learning progression of the CCSS/
Curriculum 2.0 in reading and writing
 Effective collaborative team planning using
the 4 critical questions
 Data Collection
 Creating performance assessments aligned to
the Common Core State Standards
 Teaching students to comprehend text and
developing text dependent questions
 Implementing effective guided reading
instruction
 Conducting peer visits with reflection
 The Common Core State Standards in Writing.
• The Maryland Science, Technology, Engineering and Mathematics (STEM) Standards of Practices
Process Management
(See attached Action Plan)
The staff at Galway Elementary School will develop and implement action plans and monitoring tools to meet the goals of the
School Improvement Plan.
 Participate in in-depth curriculum study of the Common Core State Standards/ Curriculum 2.0 with a focus on reading and
writing
 Engage in weekly collaborative team planning, using the CCSS/Curriculum 2.0, with a focus on the 4 critical questions
 Engage in an ongoing and systematic monitoring and analysis of students’ performance by examining students’ work to
inform and adjust instruction
 Develop multiple and varied assessments, including common assessments, to identify what students know and are able to
do and determine the next steps for instruction by all teams
 Increase teachers’ knowledge and skills in: teaching reading comprehension and developing text-dependent questions and
higher-level questioning through staff development opportunities.
• Implement the model/coach/apply teaching approach to increase effective small group instruction that targets the students’
specific needs
• Participate in reflective conversations following peer-visits that focus on teachers’ implementation of skills and strategies
• Familiarize staff with the shifts in writing in the CCSS and the ways they connect to reading comprehension
• Increase the skills and knowledge of staff in the Maryland Science, Technology, Engineering, and Mathematics (STEM)
Standards of Practices Frameworks
Organizational Performance Results
The number of students at Proficient or Advanced
on the 2013 Galway AMO.
Green = Met; Red = Not Met; c = Confidence Interval
Demographic
2011
2012
2013
Student
Scores
2013
AMO
All
80
81.7c
80.2c
83.4
African American
80
79.3c
79.5c
83.4
Asian American
92
>95
93.3
93.1
Caucasian
77
85.7
87.5
80.4
Hispanic
72
75.9
70.5c
76.5
LEP
76
77.8c
78.7c
81.3
Special Education
31
38.5
53.3
41.3
FARMS
76
72.5c
78.0c
80.1
92.9
94.1
92.8
2 or More Races
Student progress will be monitored via: MAP-R, MCPSAP-PR,
Fountas and Pinnell, and Common Formative Assessments
Monitoring the formative and summative data assists in making
instructional decisions to meet the differentiated needs of
students and teachers. Please see attached data sheet
Measurement, Analysis and Knowledge Management
Our goal is to increase reading comprehension for all students
by June 2014, as measured on the MAP-R assessments,
Fountas and Pinnell assessments, MCPSAP-PR, and the
OARS Reading Measurement Topics Proficiency (Level P).
We will monitor our progress using the following data points:
Student
 Intervention progress (SOAR), and Leveled Literacy Intervention (LLI), Comprehension Toolkit, Early Intervention
(EIR).
 Report card grades and progress reports
 Monitor MAP-R, m-Class
Staff
 Formal and informal observations
 School Improvement Team Meetings, Instructional Leadership Team Meetings, Collaborative Team Meetings, Core
Leadership Meetings
 Instructional Rounds in Education with a lens on text dependent questions
 PLCI Training
 Learning Walks (Walk-throughs)
 Staff development surveys and evaluations
Galway Elementary School Improvement Plan Linkages Chart
Reading 2013-2014
Organizational Performance Results
K mClass 2012-2013
Exceed Met
1st Grade mClass 2012-2013
Not Met Exceed Met
Not Met
2nd Grade mClass 2012-2013
Exceeded Met
Not Met
A.A.
57%
28%
15%
53%
33%
14%
25%
21%
54%
H
33%
40%
27%
40%
36%
24%
42%
16%
42%
A
60%
30%
10%
66%
27%
7%
31%
19%
50%
100%
N. Am.
W
20%
40%
40%
50%
100%
ESOL 10
50%
100%
50%
60%
40%
100%
ESOL
43%
41%
16%
38%
42%
20%
Sp. Ed.
20%
60%
20%
25%
13%
62%
53%
30%
17%
43%
28.50%
28.50%
TOTAL
50%
17%
83%
100%
32%
18%
50%